Charity Magaji Project

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TITLE PAGE
EFFECT OF TEACHER QUALIFICATION TO STUDENTS PERFOMANCE IN
PHYSICS (A CASE STUDY OF SOME SELECTED SECONDARY SCHOOL IN
MANGU LOCAL GOVERNMENT AREA)
BY
MAGAJI CHARITY IBRAHIM
27954
A PROJECT SUBMITTED TO THE DEPARTMENT OF PHYSICS FOR PARTIAL
FULFILLMENT OF THE AWARD IN NIGERIAN CERTIFICATE IN EDUCATION
(NCE)
MARCH, 2021
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APPROVAL PAGE
This work has been read and approved as having satisfied one of the requirement for
the award of the Nigerian Certificate in Education (NCE), College of Education, Gindiri.
____________________ _________________ _________________
Project Supervisor Sign Date
____________________ _________________ _________________
Head of Department Sign Date
____________________ _________________ _________________
External Examiner Sign Date

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DEDICATION:
This project is dedicated to God Almighty

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ACKNOWLEDGEMENTS
I am grateful to Almighty God for his support and protection to me throughout the
period of my research work. My sincere appreciation goes to my supervisor Mr. Ishaku who
despite his schedules took time to read and effect the necessary correction and giving useful
suggestions, may the Lord Almighty bless you.
My profound gratitude also goes to my Parent Mr. & Mrs. Ibrahim Magaji, Brothers
and Sisters and my friends for their spiritual and financial support to me during my studies
and research work at the College of Education Gindiri. My thanks also goes to all the staff of
physics Department who taught me I am grateful to you for all you have done and to all who
either through material, moral and spiritual support may God bless you all and reward you
abundantly.
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ABSTRACT
This research study reviewed the effect of body weight on blood pressure a study of College community
College of Education Gindiri, Gindiri District of Mangu Local Government Area of Plateau State. The
researcher was spurred into investigating this area because of the misgivings of various presuppositions as
regards to blood pressure. A qualitative research design was used in this study. Quota and purposive
sampling techniques were used to select the respondents and participants. The sample included 100 Bursary
Staff the questionnaire was used in collecting the study data. These data were analyzed and discussed using
the thematic approach based on the research questions. The major findings of this research were that
hypertension is caused by disorder of hormones, over weight can cause high blood pressure, Hypertensive
patience are likely to experience coronary heart disease, high blood pressure kills, uncontrolled high blood
pressure can lead to hearth attack, most people with high blood pressure likely experience vision disorder.
Moreover, findings from this research study indicated that regular exercise reduce high blood pressure,
eating healthy food like fruit and vegetables reduce high blood pressure. This study therefore recommends
that school heads should work closely with the district schools’ inspectors to ensure the recruitment and
deployment of academically and professionally qualified teachers. It also recommends the review of the
teacher training system in Gindiri District of Mangu Local Government Area of Plateau State, in order to
adequately prepare teachers to meet the current trends in education.
TABLE OF CONTENT
Title Page
Approval Page
Dedication
Acknowledgement
Abstract
Table of content
CHAPTER ONE
1.0 Introduction
1.1 Background of the study
1.2 Statement of the problem
1.3 Purpose/objective of the study
1.4 Significant of the study
1.5 Research questions
1.6 Research Hypothesis
1.7 Limitation/Scope of the study
1.8 Operational terms
CHAPTER TWO
LITERATURE REVIEW
2.0 Introduction
2.1 Theoretical Framework
2.2 Concept of Physics
2.3 Conceptual Framework on Teacher Quality on Teaching Methods
2.4 The Review of Related Empirical Studies
CHAPTER THREE
3.0 Research Methodology
3.1 Research design
3.2 Population of the study
3.3 Sample and sampling technique
3.4 Instrument for data collection
3.5 Method of data analysis
CHAPTER FOUR
4.0 Introduction
4.1 Data Analysis
CHAPTER FIVE
5.0 Introduction
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5.1 Summary
5.2 Conclusion
5.3 Recommendation
5.4 References
5.5 Appendix
CHAPTER ONE: INTRODUCTION

1.1 BACKGROUND TO THE STUDY
The quality of education is directly related to the quality of instruction in the classrooms. It is a fact
that the academic qualifications, knowledge of the subject matter, competence, and skills of teaching and the
commitment of the teacher have effective impact on the teaching learning process (National Education
Policy 2014). Quality improvement in education depends upon proper training of teachers. The teachers
cannot play any of the roles unless properly trained (Yadved and Singh, 2018). The performance of students
especially in external examinations goes a long way to show the level of preparedness of the student
definitely by qualified teachers.
Teaching is an art. It can be refined by training and practice. The availability of competent teachers
is central in the reconstruction of the educational system. English has acquired the status of a global
language (Crystal, 2017). Keeping in view the growing need and importance of physics in every walk of life,
English is made a compulsory subject in Nigeria from the very beginning of the academic career. This
increasingly necessitates good quality initial preparation for non-native speaker teachers in the school
system (Cullen, 2014).
Physics is taught as a compulsory subject and also the whole teaching learning process is carried out
in physics. In other words, physics is also the medium of instruction in Nigerian schools. This enables the
students of these schools to learn physics in an environment where most of the interaction between the
teacher and the students is in physics (Fuller & Clark, 2014). As a result, the students of these schools are
more proficient in physics and perform well in the external examinations.
Seweje and Jegede (2015), noted that the ability of a teachers to teach is not derived only from one’s
academic background but it is based upon outstanding pedagogical skill acquired. This view is supported by
Nkwodimah’s (2016) submission that the teacher’s quality will inevitably be seen in the citizen’s tomorrow.
Ngada (2018), while remarking on teachers’ quality, observed that over 80% of respondents in a survey
research were of the view that teachers are carriers of weakness. These weaknesses include among others, in
adequate exposure to teaching practice, poor classroom management and control, shallow subject-matter and
lack of professionalism, from Ajayi’s (2019) point of view, the professional qualities of a teacher have to do
with the following;
 Mastery of the subject matter
 Sense of organization
 Ability to motivate students
 Good imagination
 Ability to involve the students in meaningful activities throughout the period of teaching
 Management of the details of learning
 Frequent monitoring of students progress through tests, formal and informal, written and oral quizzes
The availability of professional teachers in our schools is low (Ngada 2018). The reasons may not be
farfetched. Teaching is seen as a dumping ground for any unemployed school leavers, irrespective of their
area of specialization. This group of able bodied young men and women thus handled the job as a bye-pass
venture to their desire ends. Consequently, their input on the job would be very low since it lacks the
dedicated demanded by the job. The few ones that show little dedication lack the technical knowhow of
teaching since they were never trained on the job. The resultant effect on the student’s performance is
catastrophic. The major evil done by this is half-baked and shallow-knowledge students who often perform
poorly in their examination. This eventually culminates to a decline in the national technological growth.
Adedayo (2018) For a Physics teacher to be effective in the teaching of the senior secondary school physics
he/she has to be able to perform the following tasks;
 Organize his/her students to learn Physics through activities in the laboratory;
 Use good questioning techniques to evoke recall of facts comprehension and application of
principles;
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 Utilize audio-visual aids wherever appropriate to generate and sustain interest of students in physics;
and
 Hold meaningful discussions with the students
In its annual report, Federal Public Service Commission (2018) reported that physics as the medium
of expression in the external examination is depriving the students of some poor institutions to compete with
their counterparts from highly placed institutions. physics as a language plays a number of roles in the socio-
economic, political and cultural development of Nigeria society. The continued slide in the performance of
students in the physics in external examinations is a course for great concern not only for the teachers but
also for all stake holders in the business of education.
This is more worrisome when one considers the fact that English doubles as a medium of instruction
in Nigerian schools as well as our linquafranca. The central role of English cannot, therefore, be wished
away. The pattern of failure has, however, shown that the incidence appears to be higher in some schools
than it is with other schools. A number of factors have been linked to the courses but more relevant is the
issue of qualification of the teachers. This is more important because in the business of teaching and
learning, teachers offer only what they have; you cannot offer what you don’t have. The qualification of
teachers involved in teaching and learning has great roles in the performance of students and it is to find out
these effects that this study is set out to accomplish. Chomsky (2012) “states that one cannot really teach a
language but can only present the conditions in which it will develop spontaneously in the mind in its own
ways”
1.2 STATEMENT OF THE PROBLEM
Poor achievement of students in physics has been blamed on teacher qualifications and their
inexperience in pedagogy prowess source. Adedayo (2018) Studies have shown that teacher’s own
knowledge of the content and ability to adequately deliver the instrument to the students has effect on
students’ achievement. However, school environment, teacher qualifications, curriculum and instructional
approaches, and many other factors interact to produce growth in student academic skills and knowledge.
The teacher characteristics that are found to be dominant over cross-country studies are related to
qualification, experience, attitude and personality Pennington (2019).
Many secondary schools whether Mission, public or private in Mangu Local Government Area of
Plateau State engage unqualified teachers and tutors who lack the requisite qualification in terms of
academic competence and training needed to transfer knowledge to their students. These teachers who ought
to be the catalyst for learning and aiding academic performance in students have become a cog in the wheel
of academic progress in the Nigerian educational system. It is against this backdrop that this research seeks
to examine the effects of teachers’ qualification on students’ academic performance in physics among some
selected senior secondary schools in Local Government Area of Plateau State with special reference to
Gindiri District.
1.3 Purpose of the Study
The following are the objectives of this study:
1. The purpose of the study is to investigate the effect of teachers’ qualification on students
performance in Physics at the Secondary School level.
2. To compared the performances of students in Physics between those taught by professional teachers
and those taught by non-professional teachers.
3. To find out whether teachers‟ qualification affects the student performance in physics at the
Secondary School,
4. To determine the factors that can improve the academic performance of secondary school students in
external examinations.
1.4 Significant of the study
Theoretically, the findings from this study will help to open windows to the understanding of the theory of
learning or psychology of learning.
Empirically, the findings from this study will be of immense benefit to teachers, students, both Federal and
State Ministries of Education and Educational Institutions, instruction from Primary – Tertiary Institution.
1.5 RESEARCH QUESTIONS
1. What are the effects of qualification of physics teachers on the performance of secondary school
students?
2. What are the criteria for producing a qualified physics teacher?
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3. What are the factors that can improve the academic performance of secondary school students in
external examinations?
1.6 HYPOTHESIS
HO: There is no significant relationship between the qualification of physics teacher and secondary school
student performance.
HA: There is significant relationship between the qualification of physics teacher and secondary school
student performance.
1.7 SCOPE AND LIMITATION OF STUDY
This study deals with the effect of teachers qualification to students performance in physics, a case study of
some selected secondary school in Mangu Local Government Area of Plateau State. Due to the following
Financial constraint– Insufficient fund tends to impede the efficiency of the researcher in sourcing for the
relevant materials, literature or information and in the process of data collection (internet, questionnaire and
interview).
Time constraint– The researcher will simultaneously engage in this study with other academic work. This
consequently will cut down on the time devoted for the research work. With the following the research will
covers five (5) selected secondary schools in Gindiri District Mangu Local Government Area of Plateau
State the schools are GSS Bwalbwang Gindiri, Boys Secondary School Gindiri, Miracle Vine Gindiri,
Manchet Comprehensive Secondary School Kasuwan Ali Gindiri, Marvelous Foundation Academy Sabon
Barki Gindiri. Structured questionnaire will be used to gather sample for the study
1.8 OPERATIONAL TERMS
TEACHER: Is a person that impact knowledge on a students or a person whose job is teaching.
POOR ACADEMIC PERFORMANCE: Is a performance that is adjudged by the examiner/tested and
some other significant as falling below an expected.
TEACHER QUALIFICATION: - One who has acquired professional competence as a teacher in any
University or College of Education or obtained bachelor degree in education or
Nigeria certificate of Education in integrated science, physics, chemistry or biology
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This chapter deals with the review of relevant literature on the effect of teachers’ qualification to
student’s performance in physics. A cases study of some selected secondary school in Gindiri District of
Mangu Local Government Area. This research problem therefore is reviewed under the following sub-
headings;
1. Concept of physics
2. Concept of academic performance
3. Concept of teacher qualification
4. Effect of teachers qualification/experience on physics students’ performance
5. The effect of laboratory facilities/equipment on the effective teaching and learning of physics
6. Relationship between teachers’ teaching method and students’ performance in basic science.
2.1 Concept Physics
Physics uses the scientific method to help uncover the basic principles governing light and matter,
and to discover the implications of those laws. It assumes that there are rules by which the universe
functions, and that those laws can be at least partially understood by humans. It is also commonly believed
that those laws could be used to predict everything about the universe’s future if complete information was
available about the present state of all light and matter Youngs, (2013),.
Physics aims to describe the function of everything around us, from the movement of tiny
charged particles to the motion of people, cars, and spaceships. In fact, almost everything around you
can be described quite accurately by the laws of physics. Consider a smart phone; physics describes how
electricity interacts with the various circuits inside the device. This knowledge helps engineers select the
appropriate materials and circuit layout when building the smart phone. Next, consider a GPS system;
physics describes the relationship between the speed of an object, the distance over which it travels, and
the time it takes to travel that distance. When you use a GPS device in a vehicle, it utilizes these physics
equations to determine the travel time from one location to another. The study of physics is capable of
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making significant contributions through advances in new technologies that arise from theoretical
breakthroughs. Murnane, (2016).
Physics is the foundation of many important disciplines and contributes directly to others.
Chemistry deals with the interactions of atoms and molecules, so it is rooted in atomic and molecular
physics. Most branches of engineering are applied physics. In architecture, physics is at the heart of
structural stability and is involved in acoustics, heating, lighting, and the cooling of buildings. Parts of
geology rely heavily on physics, such as the radioactive dating of rocks, earthquake analysis, and heat
transfer in the Earth. Some disciplines, such as biophysics and geophysics, are hybrids of physics and
other disciplines.
Physics is the science that quantifies reality. Its influence extends to all the natural sciences, including
biophysics, astronomy, and chemistry. Physics classifies all interactions between matter and energy and tries to
answer the most central questions of the universe. From Aristotle and Isaac Newton to Marie Curie, philosophers
and scientists have been using physics to understand the world for at least 2,000 years. Brewer (2013).
Physics has many applications in the biological sciences. On the microscopic level, it helps
describe the properties of cell walls and cell membranes. On the macroscopic level, it can explain the
heat, work, and power associated with the human body. Physics is involved in medical diagnostics, such
as X-rays, magnetic resonance imaging (MRI), and ultrasonic blood flow measurements. Medical
therapy sometimes directly involves physics: cancer radiotherapy uses ionizing radiation, for instance.
Physics can also explain sensory phenomena, such as how musical instruments make sound, how the
eye detects color, and how lasers can transmit information. Farokhi, (2018).
2.2 Concept of academic performance
Academic performance basically connotes a student’s attainment in a learning situation. Everyone
wants to excel in one way or the other and this could be directed towards academic, occupation and social
achievement. The academic performance of a student may be high, average, good, poor or low.
According to Akpojivi (2018), academic performance means the level of degree of statement; a
student may perform poorly or excellently according to his ability, potential and interest. Academic
performance is the outcome of education, the extent to which a student, teacher, or institution has achieved
their educational goals.
Castellanos (2017) considered academic performance as the situation in which the subject/student
does or does not attain the expected achievement according to his or her ability resulting in a altered
personality which affect all other aspect of life.
In view of Santrock (2016), academic achievement refers to what the student have learned or what
skills the student has learned and is usually measured through assessments like standardized tests,
performance assessments and portfolio assessments.
The term academic performance has been described as the scholastic standing of a student at a given
moment. It refers to how a student is able to demonstrate his/her intellectual abilities. This scholastic
standing could be explained as the grades obtained in a subject or groups of subjects taken (Daniels and
Schouten, (2011), Owoyemi, (2014).
Simkins (2013) commented on the scholastic standing of students and argued that performance is a
measure of output and that the main outputs in education are expressed in terms of learning, that is, changes
in knowledge, skills and attitudes of individuals as a result of their experiences within the school’s system.
Thus, in determining academic performance, Daniels and Schouten, (2011) emphasized the use of grades in
examinations and reported that grades could serve as prediction measures and as criterion measures.
Academic performance therefore is largely identified by a range of statistical indictors. Stan (2014),
supported this argument and reported that performance is the level of attainment of a person in an
examination, that is, how an individual is able to demonstrate his/her abilities in an examination.
Performance has been regarded as a measure of educational output (Adeyemi, 2016).
This fact buttress Obemeata’s (2014) argument that the performance of students in public
examinations in many Nigerian schools has been poor as a result of shortage of teachers, inadequate funding
of schools and broad secondary school curriculum.
Ukponu (2017) outline many factors that cause poor academic performance. This includes difficulty
of the task, student’s ability, student’s home background/environment, teacher quality, teaching method and
relevance of the subject to the future aspiration of the students. Academic performance in a process essential
to the achievement of personal goals and individual aspirations.
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2.3 Concept of teacher qualification
Merriam - Webster Dictionary defines ‘qualification’ as a specialized skill or type of experience or
knowledge that makes someone suitable to do a particular job or activity. Therefore, teachers’ qualification
is a particular skill or type of experience or knowledge someone possesses to make him or her suitable to
teach. Teachers’ qualifications could, therefore, mean all the skills a teacher required to teach effectively.
Such skills include formal education, experience, subject matter knowledge, pedagogy studies, duration of
training, certificate/licensing and professional development (Zuzovsky, 2019). Someone might have a
teaching certificate at hand but without adequate knowledge of subject matter, this individual has no
teaching qualifications yet. Similarly, someone without proper knowledge of pedagogy or someone who
spent few years in training (Darling-Hammond et al, 2011) without completing the required years does not
possess teacher qualifications.
Professional development and experience also count for teacher’s qualifications because several
studies have revealed this (Helk, 2017). Qualification is one of the critical factors that drive students’
academic performance. Zuzovsky, (2019) also observed that one of the most important factors in the
teaching process is a qualification of the teacher. The perspective of was that teachers’ qualifications can go
a long way to bring about students’ higher academic achievement.
Teachers’ profession relates to competence in instruction and management of students and materials
in the classroom. Teachers’ qualifications, therefore, might not only be the certificate someone is holding as
erroneously conceived by some people. Teachers’ qualifications are more than just holding a certificate of
any institution. Zuzovsky, (2019) in her study on “Teachers’ qualifications and their impact on students’
achievement findings from TIMMS-2013 data in Israel ‘ties teachers’ qualifications to seven indicators that
are;
a. Teachers’ formal education
b. Teachers’ education in the subject matter of teaching (in-field preparation)
c. Teacher education in pedagogical studies
d. Duration of the preparation period
e. Certification and licensing status
f. Years of experience
g. Preparation in professional development activities
A qualified teacher should focus on learning which strengthens the capacities of children to act
progressively on their own behalf through the acquisitions of relevant knowledge, useful skills and
appropriate attitudes; and which creates for children, and helps them create for themselves and others, places
of safety, security and healthy interaction (Bernard, 2019). With this regard, early childhood teachers should
be highly qualified and have relevant trainings for them to offer good and strong foundation to young
children.
According to Agyeman (2013), a teacher who does not have both academic and professional
qualification would have a negative influence on teaching and learning of his/her subject which
subsequently affects the performance of students. In this study, academic qualification referred to the level
of education achieved whereas; professional training was related to whether a teacher is specialized in early
childhood education or not. These two components are interrelated and both of them determine the quality
of service a teacher can deliver to his/her students. Reuda (2012) believes that qualified teacher should be
able to upgrade students‟ capability effectively, enhance their knowledge and skills, and improve their
behaviour and attitude and then make contributions to the organizational goal. Qualified teachers recognize
the teaching approach that appreciates the fact that children have unique interests that need to be considered
for any meaningful achievement. Gichuba, Opasta and Nguchu (2019) Such a situation begs the question of
how the quality of teaching looks like in Rwandan nursery schools where most caregivers are volunteers
who have completed only three years of secondary education (MINEDUC, 2010).
2.4 Concept of equipment/ instructional materials
Instructional materials can be considered as a consciously planned programme for the improvement
and consolidation of instruction and for effective teaching and learning.
Ughamadu (2019) defined instructional materials as the resources that the teacher and students uses
to influence and increase the effectiveness of teaching and learning process. It is this creative use of the
materials by the students which will make them learn and improve their performance of skills that they
intend to develop.
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Nnoli (2018) stated that instructional materials are the resources that the teacher and students uses to
influence the effectiveness of teaching and learning process. It is the creative use of the students’ mental
ability which will make them learn and improve their performance of the skills that they intend to develop.
Furthermore, instructional materials or teaching aids means materials which aid teaching of a particular
subject. This does not do the whole teaching on its own only, but by the methods. It is been administered by
the model and controlled by the model which is the teacher who directs and controls the process.
It is an intrinsic part of teaching and learning process. The achievement of the aims and objectives of
education depends primarily on instructional materials. Kay (2011) further opined that instructional
materials are the things which are intended to help the teacher to teach more effectively, or better still which
enables the students to learn more readily.
Egwu (2018) defined equipment/instructional materials as audio visual materials or as innovations
that aid easy understanding in the teaching and learning process. This involves the use of human efforts,
appropriate choice design and utilization of objects to ensure effectiveness. Equally, it is defined as anything
(human effort, hardware, software, improve materials) used to satisfy and meet educational needs of the
learners. It is an instructional device or technique or an expert brought into the teaching and learning
interaction process to facilitate sharing of experience, knowledge, skills, attitudes and values.
Akpan (2010) stated that equipment/instructional materials are however, alternative channels of
communication used by adult educators to concretized teaching of subjects, problem concepts and
educational objectives to ensure better understanding. Again, the use of instructional materials helps to
increase the interest and satisfaction of the student.
Oshibodu (2014) sees instructional materials as materials used to facilitate teaching and learning by
way of saving the instructor’s time and effort by providing a way of capturing learner’s interest, promoting
effective retention of subject matter learned, a way of keeping students focussed, active and of stimulating
imagination. Kofar (2019) defined teaching using instructional materials as veritable channels of passing
knowledge in the classroom. Instructions given in the form of practical work improve the learner’s level of
understanding. These are the resources that the teacher uses in presenting his lesson so that the students can
easily understand and grasp what is being taught. It is a means of making the teaching and learning process
more meaningful, effective, productive and understandable. The end result is the attainment of educational
goals.
Eya (2014) believed that equipment/instructional materials stimulates the teacher’s interest, and
helps both the teacher and the learners to overcome the physical limitations of the teaching and learning
process. As a system, it cannot be separated from classroom teaching otherwise, it could paralyze the entire
system or process when neglected. The use of instructional materials is often bogged down by teaching
problems such as inadequate materials, economic recession and relatedness of the educational resources; the
student population explosion and accessibility of local materials network.
Okorie (2010) stated that improvisation is the sourcing, selection and deployment of relevant
instructional elements of the teaching and learning process in the absence or shortage of standard teaching
and learning resources for meaningful realization of specified educational goals and objectives. It is an act of
using materials obtainable from the local environment or designed by the teacher or with the help of local
personnel to enhance instruction. Most of the teachers still do not teach with instructional materials on the
excuse that they are not readily available.
Emezie (2010) stated that instructional materials include those materials and services used in
learning situations to supplement the written or spoken word in the transmission of knowledge, attitude and
ideas. It is a material that facilitates teaching and learning activities and consequently the attainment of the
lesson objectives. It helps in making teaching and learning real and meaningful.
2.5 Effect of teachers’ qualification/experience on physics students’ performance
Education is a key component of human quality essential for generating high incomes and
sustainable socio-economic development. It is characterized as an essential ingredient in poverty eradication
as described by Ogawa (2010). According to UNESCO (2017), education was formally recognized as a
human right since the adoption of the Universal Declaration of Human Rights in 1948. The Dakar
Framework for Action (2010) declared that access to quality education was the right of every child. It
affirmed that quality was at the heart of education. According to Samoff (2017) (as cited in Ogawa (2010)
the mastery of curriculum is measured by national examination and the best indicator of high quality
education is a high score on the national examination.
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According to France and Utting (2013), good quality early education is essential for educational
efficiency. Children acquire the basic skills, concepts and attitudes required for successful learning and
development prior to entering formal education system thus reducing the chances of failure and lay a
foundation of life-long learning. The Australia education policy framework (2013) states that children must
enjoy best possible conditions in their early educational and developmental years and that includes qualified
educators will help support early childhood education system. To reap the most form these early years of
development the early childhood development education centres should ensure quality standards of
education. Quality of education as defined by Myers (2016) in an article ‘Quality in Program of Early
Childhood Care and Education’, states that; although there is no single definition of quality there are two
principles that characterize most attempts to define quality in education; first is the learner’s cognitive
development as the major explicit objective of all educational systems, the success with which systems
achieve this is their quality; the second emphasis is on educational role in promoting values and attitudes of
responsible citizenship and in nurturing creative and emotional development. The achievement of these
objectives is difficult to assess and compare across countries.
Teacher qualification may affect students’ academic achievement, according to a study conducted by
Abe (2014) in Sky Journal of Education highlighted three ways in which teacher qualification can be
quantified that is;
 Level of education;
 Years of experience in preparation of subject matter and pedagogy and;
 Certification in their expertise area and their on-going professional development.
In Nigeria teacher licensure test scores and other teacher attributes effect on elementary student
achievement showed large differences in teacher quality across school district. Teacher license test scores
were unrelated to teacher success in the classroom; student achievement was not related to the teachers’
advanced degrees, student achievement increases with teacher experience but the correlation is weak.
Dominic (2010) reporting on evaluating the effect of teacher Degree Level on educational
performance in America released by the National Commission on Teaching and America’s Future offers a
general indictment of the teaching profession. The report states that many newly hired teachers are
unqualified for the job. In particular, the commission reports that one fourth of high school teachers lack
college training in their primary classroom subject and that teacher recruiting and hiring practices
nationwide are ‘distressingly haddock’.
Teacher qualification may influence student achievement in urban secondary schools. In South
Africa, Buddin and May (2019) studied teacher qualifications and student achievement in urban elementary
schools. The study examined the teacher licensure test scores and other teacher attributes effect on
elementary student achievement. They used longitudinal approach. The results showed large differences in
teacher quality across school district. Teacher license test scores are unrelated to teacher success in the
classroom; student achievement is not related to the teachers’ advanced degrees, student achievement
increases with teacher experience but the correlation is weak. In Florida Journal of Educational Policy Dan
and Dominic (2010) examined the number of qualified teachers and the relationship to students' academic
performance in public secondary schools in a sample of Local Government Areas in Nigeria. This
descriptive study used a post-hoc dataset. An instrument titled “Quantity and Quality of Teachers and
Students' Academic Performance” was used for the study. Findings of the study showed teachers’
qualifications, experience and class size were significantly related to students’ academic performance. These
finding were used to guide planners about the need for qualified teachers to facilitate effective teaching and
learning in secondary schools in Nigeria.
In Nigeria, Owalabi (2012) examined the effect of teacher’s qualification on performance of senior
secondary school physics students in physics. The purpose was to determine whether the status of the
teacher has any impact on the performance of students in physics. The study used descriptive survey design.
Data was collected using questionnaires and document analysis and was analyzed using inferential statistics.
The study found that students taught by teacher with higher qualifications performed better than those taught
by teacher with low qualifications. The results also revealed that students taught by professional teachers
performed better, however teachers’ experience in teaching the subject was of significant advantage in
physics. Based on the results it was recommended that students in the year of examination should be taught
by experienced teachers.
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Abe (2014) in a study on effect of teacher qualifications on students’ performance in Mathematics in
secondary schools; the study examined the effect of teacher’s qualifications on student performance in
mathematics. Three hundred students were randomly selected from ten schools which were purposefully
selected. The results showed that a significant difference existed between students taught by professional
teachers and non-trained teacher. It was recommended that only trained qualified teachers should teach
mathematics in secondary schools. Training of un-trained teachers helps them to improve their teaching
methods and in turn help to improve performance of students in mathematics.
Abere (2014) examined performance of teachers on subject such as Mathematics, Technology and
science in secondary schools of Kitui. The study looked into the extent to which teacher qualification
influenced students’ academic performance in Science Mathematics and Technology subjects. The study
applied ex-post-facto survey research design. Data was collected using questionnaire and document analysis.
It was analysed using descriptive and inferential statistical tools. The study found that there was no
significant difference in performance of students taught by teachers who had undergone refresher courses
and those taught by teacher who had not undergone refresher courses as they were both graduates. The study
recommended that teachers should undergo more regular in-service and refresher training of Science
Mathematics and Technology to enable them embrace and conform to the emerging technologies and
teaching methods.
These studies have shown that there is some relationship between teacher qualification and students’
academic achievement; these studies were carried out in secondary schools with specific subjects. The
studies have reported that teachers without being expert of the said subjects would not perform to the same
level as qualified teachers. The studies reviewed dealt with teacher qualification and experience influence on
student performance with a lot of focus on the secondary education level.
Afangideh (2011) asserts that teacher qualification influences students’ performance and professional
preparation is needed by chemistry teachers through adequate and informed exposure to courses for teaching
effectiveness. The Education and Training Commission of Europe (2010) also points out that teacher
qualification is an essential factor that provides learners with personal fulfillment, better social skills and
more diverse opportunities.
Teacher experience has to do with the increased awareness of diversifying search for new ideas, new
commitments and new challenges. Teachers’ experience and knowledge of subject matter are unique
qualities for teaching effectiveness. According to Rice (2010) the magnitude of the effect of teacher
experience varies depending on the teacher’s level of education and the subject area. He further opined that
experience gained over time, enhances the knowledge, skills, and productivity of workers. These qualities
facilitate students’ skills and abilities to think about chemistry processes, useful for exploration and analysis,
and also enables thorough understanding of chemistry concepts. Experienced teachers are great asset to
novice teachers who need advice, encouragement and continuous guidance.
Okey (2012) stated that experience is directly related to teachers’ ability to plan lessons, address
divergent student responses, reflects on their teaching effectiveness and their ability to stimulate student
inquiry. Akinyele (2001) and Commey-Ras (2003) commented that experience improves teaching skills
while students learn better at the hand of teachers who have taught them continuously over a period of years.
Senechal (2010) found that teacher experience has a significant positive effect on student achievement, with
more than half of the gains occurring during the teacher’s first few years, but substantial gains occurring
over subsequent years; albeit, at a slower rate. Furthermore, teachers with long years of experience are
confident that even the most difficult student can be reached if they exert extra effort; while teachers without
experience feel a sense of helplessness when it comes to dealing with unmotivated students (Gibson &
Dembo, 2011). With adequate pedagogical exposure, the teacher exhibits cordial relationships with students
and participation in class increases.
Maduabum (2017) posited that newer teachers may be excited about new discoveries, but teachers
with more experience can distinguish valuable ideas from passing facts; though, there may be exceptions.
Experience brings humility, good judgment and ability to see the larger story. Experience and immersion in
the subject affect teaching in diverse ways. It grows knowledge repertoire, improves utilization of more
materials and ideas in profound ways. Experienced teachers are good assets to novice teachers who need
encouragement, advice and guidance. Akinyele (2011) and Commey-Ras (2013) who posited that long years
of teaching experience improves teaching skills and students learn better at the hands of teachers who have
taught them continuously over a period of time.
14
Lochran (2011) argues that “the outcome” question is what currently motivates teacher education.
She set down three ways in which outcomes of teacher education are constructed. One of them is long term
impact outcome (refers to the relationships) between teacher qualifications and student learning. Teacher
qualification encompasses teachers’ scores on tests and examinations, their years of experience, the extent of
their preparations in subject matter and what qualifications they hold in their area of expertise and their on-
going professional development. He went on to posit that the relationship between teacher qualification and
student learning as the percentage of variance in student scores accounted for by teacher’s qualifications
when other variables are held constant or adjusted.
Specifically, highly qualified teachers are required to;
1. Have sufficient subject matter knowledge and teaching skills.
2. Hold at least a National Certificate in Education (NCE).
Among teacher behaviours that have been shown to lead to high student achievement are efficient
classroom management skills, systematic teaching approaches providing clear teaching goals and using
advance organizer.
2.6 Factors Affecting teachers’ teaching methods and students’ performance in physics
The primary purpose of teaching at any level of education is to bring a fundamental change in the
learner (Tebabal & Kahssay, 2011). To facilitate the process of knowledge transmission, teachers should
apply appropriate teaching methods that best suit specific objectives and level exit outcomes. In the
traditional epoch, many teaching practitioners widely applied teacher-centred methods to impart knowledge
to learners comparative to student-centred methods. Until today, questions about the effectiveness of
teaching methods on student learning have consistently raised considerable interest in the thematic field of
educational research (Hightower, 2011).
Moreover, research on teaching and learning constantly endeavour to examine the extent to which
different teaching methods enhance growth in student learning. Quite remarkably, regular poor academic
performance by the majority students in science subjects is fundamentally linked to application of
ineffective teaching methods by teachers to impact knowledge to learners (Adunola, 2011).
Substantial research on the effectiveness of teaching methods indicates that the quality of teaching is
often reflected by the achievements of learners. According to Ayeni (2011), teaching is a process that
involves bringing about desirable changes in learners so as to achieve specific outcomes. In order for the
method used for teaching to be effective, Adunola (2011) maintains that teachers need to be conversant with
numerous teaching strategies that take recognition of the magnitude of complexity of the concepts to be
covered.
According to Ayeni (2011), teaching is a continuous process that involves bringing about desirable
changes in learners through use of appropriate methods. Adunola (2011) indicated that in order to bring
desirable changes in students, teaching methods used by educators should be best for the subject matter.
Furthermore, Bharadwaj & Pal (2011) sustained that teaching methods work effectively mainly if they suit
learners’ needs since every learner interprets and responds to questions in a unique way (Chang, 2010). As
such, alignment of teaching methods with students’ needs and preferred learning influence students’
academic attainments (Zeeb, 2004).
Teacher-Centered Methods:
Under this method, students simply obtain information from the teacher without building their
engagement level with the subject being taught (Boud & Feletti, 1999). The approach is least practical, more
theoretical and memorizing (Teo & Wong, 2000). It does not apply activity based learning to encourage
students to learn real life problems based on applied knowledge. Since the teacher controls the transmission
and sharing of knowledge, the lecturer may attempt to maximize the delivery of information while
minimizing time and effort. As a result, both interest and understanding of students may get lost. To address
such shortfalls, Zakaria, Chin & Daud (2010) specified that teaching should not merely focus on dispensing
rules, definitions and procedures for students to memorize, but should also actively engage students as
primary participants.
Student-Centered Method:
With the advent of the concept of discovery learning, many scholars today widely adopt more supple
student-centered methods to enhance active learning (Greitzer, 2012). Most teachers today apply the
student-centered approach to promote interest, analytical research, critical thinking and enjoyment among
students (Hesson & Shad, 2017). The teaching method is regarded more effective since it does not centralize
the flow of knowledge from the lecturer to the student (Lindquist, 1995).The approach also motivates goal-
15
orientated behaviour among students, hence the method is very effective in improving student achievement
(Slavin, 2016).
Danmole and Femi-Adeoye (2014) opined that no single method is best for the teaching of Basic
science. They stated further that, teaching styles that would permit students’ active participation such as
field work, laboratory work (practical activities), group work, concept mapping and inquiry methods should
always be used. These methods are most likely to ensure higher performance and promote students’ interest
in basic science.
The term teaching styles has been defined by McCoy (2016) as a set of teaching tactics employ by
the teacher to help students acquire knowledge or skills. Dupin-Bryant (2014) sees teaching styles as
‘instructional format’. In teacher training, teachers maybe exposed to more formal learning design,
pedagogical scenarios, lesson planning methodology etc. Teachers then have personality and beliefs exposit
to pre-service and in-service training. The combination of these (training, personality and beliefs) with
experience (i.e. concrete exposure to classroom context and policies) will then lead to a giving style of
teaching. A teacher’s teaching style is based on their educational philosophy, their classroom demographic,
what subject area they teach and the school’s mission statement. According to Grasha (2012) teaching styles
define, guide and direct instructional practices that impact students and their ability to learn. Broadly,
teaching styles are categorized into teacher centred and students centred. The main focus behind the teacher-
centred style is the idea that the teacher is the main authority figure. The students are simply there to learn
through lectures and direct instructions, and the focus is mainly on pressing tests and assessment. A
teachers’ role in this style is to pass on the knowledge and information needed to their students. Ahmad and
Aziz (2019) posit that, teacher centred teaching style is the traditional teaching method where teachers are at
the centre of class activities. In traditional or teacher centred classrooms, students have definite and fixed
perceptions and ideas of their own roles and those of their teachers. Based on these characteristics some
teachers centred teaching styles include: direct instructions, formal authority, expert and personal model.
In student centred teaching style, the teacher is still the authority figure, but the student plays an
active role in what is learned. The idea is that the teacher will advise and guide the students down a learning
path. Assessment involves informal and formal methods tests, group projects, portfolios, and class
participation. The teacher continues to assess a student’s learning even throughout the lesson. The students
are learning the information the teacher is giving, and the teacher is learning how best to approach his
students.
Eken (2010) stated that in student-centred classrooms, the teacher serves as a facilitator and students
are seen as being able to assume active roles and participate throughout the lesson. These activities
according to him are most likely to promote students’ interest in the task especially when the activities are
specially fashioned to suit the interest of the students. Teachers facilitate student’s discussion and activities
and interject only when and where necessary. This gives the students a guided learning environment and
helps students to discover facts by themselves (Eken, 2010). When students are allowed to lead discussions
and activities, their achievement level is facilitated and their interest towards the subject and task is
promoted (Ahmad and Aziz, 2019). Student centred teaching styles include; facilitator, delegator,
collaborator, cooperative and personal teaching style.
Galton (2019) was optimistic that teaching styles can improve slow learners’ level of achievement
and promote their interest in the task at hand. Lassa (2015) noted that, teachers are the main determinant of
the quality of education in Nigeria. The provision of this qualitative education cannot be achieved without
the application of appropriate teaching styles. Lassa (2015) narrated further that, when the appropriate
methodology is applied, the teachers will be able to stimulate and sustain the interest of pupils and students
throughout the lesson. Howard (2019) maintained that matching the teachers’ teaching styles with the
learning styles of the students suggests that educators and science teachers in particular needs to become
aware of how students learn. With this, they may be able to create an environment that is conducive for
optimal learning. Today’s teaching style needs to be different from approaches that have been traditionally
used. It is time for the schools to start focussing on the innate abilities that children possess rather than on
the traditional education formula that is not totally consistent with developmental learning or cognition
(Creswell, 2009).
Pintrich and Marx (2011) suggested that, a teacher’s teaching styles therefore should be such that
would harmonize both external and internal environment of the students to bring out their best sequel to
their interest. Interest in science is very important as it motivates students to learn (Bae, 2017). It is however
16
worrisome that, recent studies show a decline in interest of students especially in science as children grows
(Bae, 2017).
Bae (2017) pointed out clearly that, it is boring for a student to study science topics and difficult to
appreciate its value without interest. These perceived problems and lack of interest on the part of the student
is caused by in-appropriate use of teaching styles by the science teachers Igboko and Ibeneme, (2016). Also
Adejoh and Idachaba (2010) stressed that biology teachers need to replace conventional methods of teaching
with teaching approaches that are both students and interest centred. Igboko and Ibeneme (2016) opined
that, teachers of science and technology should move with time and follow the paradigm shift in educational
psychology from teacher to learner centeredness. It is therefore reasonable for teachers to initiate all the
basics that students need to achieve using appropriate teaching styles to enhance their achievement and
arouse their interest in Basic Science.
Teacher-Student Interactive Method
This teaching method applies the strategies used by both teacher-centered and student-centered
approaches. The subject information produced by the learners is remembered better than the same
information presented to the learners by the lecture (Slavin, 2006).
The method encourages the students to search for relevant knowledge rather than the lecturer
monopolizing the transmission of information to the learners. As such, research evidence on teaching
approaches maintains that this teaching method is effective in improving students’ academic
performance (Damodharan & Rengarajan, 1999).
It is noted that the success of students in any examination depends largely on qualified and dedicated
teachers. If the teachers are qualified and have mastery of their subjects, that will improve the performance
of the students. Oshodi (1998), Dujilemi (2002), reiterated that students in any country cannot perform
beyond the quality of the teachers. In his own contribution, Bangbade (2004), found out that teachers
attributes have significant relationship with students’ academic performance. According to him, such
attributes include teacher’s knowledge of the subject matter, communication ability, emotional stability,
good human relationship with the students and interest in the job. He concluded that students whose teachers
lack the knowledge of the subject matter, who have poor communication ability, poor emotional stability
and lack of interest in the job perform poorly. Adeyemo (1985), Oshodi, (1998) and Oyebanyi (1993),
opined that apart from the basic entry qualifications teachers possess, other attributes greatly influence their
efficiency and effectiveness which invariably influence student’s academic performance.
Alimi and Balogun (2010) stated that teachers’ knowledge of the subject matter, pupils and methodology
and techniques of imparting knowledge are great attributes which have significant effects on their academic
performance. Rena (2000) explained further that for students to perform well in any examination, one of the
prerequisites is that their teachers must know them and have profound knowledge of their state of physical,
intellectual and psychological readiness. The teacher must be well versed in the content of the subject matter
he/she is teaching. He must know the appropriate method to adopt in different situations. Babajide (2001)
found out that the poor quality of teachers in the secondary schools in the state have a negative influence on
the students’ academic performance in both internal and external examinations.
2.7 Teachers’ Qualification, Students’ Attitude and Academic Achievement
A discussion of teacher qualifications includes such issues as what subject the teacher majored in,
whether the teacher has an NCE, Bachelor's degree, and Master's degree, or whether the teacher has passed
the required licensure tests, and so forth Kennedy, (2014). Kennedy further defines qualifications as those
qualities that teachers have even before they are employed as teachers and that are often assumed to
contribute to the quality of their teaching. These qualities, which the author calls “teacher personal
resources”, include knowledge, skills and expertise, beliefs, attitudes and values, credentials and personal
traits. Goe (2017) defines qualifications as resources that teachers bring with them to the classroom and
which are considered important in establishing who should be allowed to teach. These resources include
teacher coursework, grades, subject-matter education, degrees, test scores, experience, certification and
credentials, as well as evidence of participation in continued learning such as internships, induction, and
professional development. Therefore, a teacher is to be able to define and control the rate of students'
attitude and to use the methods of monitoring it at Geography lessons.
According to Usman (in Musau & Migosi, 2015), a qualified teacher can be defined as one who
holds a teaching certificate and/or licensed by the state, owns at least a bachelor’s degree from a four-year
institution and well qualified in his/her area of specialization. The introduction of the Teachers Registration
Council of Nigeria (TRCN) by the Federal Government of Nigeria is a landmark for the certification of
17
teachers. Certification is a measure of teacher qualifications that combines aspects of knowledge on the
subject matter about teaching and learning. Lassa (2010) claims that education cannot be provided by just
anybody; it requires a certified teacher who plans and delivers the lessons or instruction in such a way that
objectives can be achieved. Nwangwu (2015) confirms that it is not possible to have a quality education
without having quality and competent teachers. Ngada (2016) emphasizes further that no adequate training
of any sort can take place without recruiting qualified teachers to handle programmes of study.
A professionally qualified teacher is the one who possesses professionally based knowledge in the
theory and practice of education as well as finds job satisfaction in the belief that he or she is making an
important contribution to the social, cultural and economic development of his/her country. Such a teacher
should equally, be able to understand students' attitudes, to exploit the educational benefits of the social
context within which he/she lives. The teacher should be able to assist students to reach their full intellectual
and social potentials. Ofem, Iyam and Bassey (2015) observed that many students draw inspiration and a
positive attitude from competent and good teachers who are essentially qualified. This means that
educational training influences job performance.
Howbeit, studies were done by other scholars found that teacher professional qualifications are not
significantly related to students' attitude and consequently, academic achievement (Rivkin, Hanusheik &
Kain 2005; Buddin & Zamarrow, 2019; Mbugua et al., 2012; Kimani, Kara & Njagi, 2013; Musau et al.,
2013). Regardless of this, Fatai (2005) contends that only the teachers who are qualified, certified and
competent, and of a good moral standing need to be employed to teach the students. Studies have shown that
a teacher's qualification impacts directly on the quality of education imparted to the learners (Waseka, Enose
& Okwach, 2016). Aladejana and Odejobi (2006) corroborated this view stating that the professional
qualification of teachers is related to students' achievement. It is, therefore, necessary for any school to have
enough qualified teachers to promote a positive attitude towards learning and subsequently, improved
academic achievement.
The school, in an educational setting, could be described as a place where teaching and learning
takes place. It is an institution for educating learners in different fields of human endeavour. Therefore, the
business of teaching and learning needs to be handle by professionals who are not only grounded in their
fields of specialization but possess the requisite qualification to teach. It is generally acknowledged that
promoting teacher quality is a key element in improving primary and secondary school education and one
primary goal in education is to have a highly qualified teacher in every classroom (Harris & Sass, 2008).
However, in recent times, this revered sector has experienced the proliferation of unqualified personnel to
the extent that it has now become a dumping ground for prospective job seekers irrespective of fields of
specialization. The National Policy on
Education (FRN, 2014) as stated earlier specified the Nigeria Certificate in Education (NCE) as the
minimum qualification for entry into the teaching profession. This notwithstanding, the educational analysis
carried out in Nigeria by the National Economic Empowerment and Development Strategy (NEEDS, 2015),
indicated that more than 49 per cent of the teachers in Nigeria are unqualified. Comparing these two
conflicting scenarios, one cannot help but question the Federal Government of Nigeria who is the
formulators of this policy and the largest employers of this said over 49 per cent unqualified teachers. The
implication of this could mean negative students' attitude towards learning and subsequently poor academic
achievement. Usman (2013) bolsters the preceding views by contending that the worrisome deficiency of
qualified teachers could be responsible for the pitiable performance observed among students. A qualified
teacher has been exposed to the rules and procedures that enable students to understand clearly and develop
mastery in a subject. Therefore, there is the likelihood that the qualified teacher would employ correct
methods of teaching because he/she is familiar with strategies that are appropriate for all learners in the
class.
Ademulegun (2011) opined that the students taught by teachers that are more qualified in terms of
knowledge of a subject matter would perform better than those taught by less qualified teachers. Buddin et
al. (2019) put it that teacher effectiveness is typically measured by traditional teacher qualification. A
teacher’s qualification as earlier stated could also mean a teacher’s certification. This view, accentuated by
Gaji (2014) stated that certification is a measure of teacher qualifications that combines aspects of
knowledge on the subject matter about teaching and learning. Teacher certification as a signal of teacher
quality that has been investigated at various levels, and is either found to be unrelated or positively related to
students’ attitude and achievement (Darling-
18
Hammond, 2010, Darling-Hammond, Holtzman, Gatlin & Heilig, 2015). From this vintage view, it
could be inferred that the more the qualification the better the teacher is likely to manage instruction and
provide effective teaching and learning. Wayne and Young (2013) show that having a higher degree matters
in teaching. Moreover, it has also been argued that teachers with higher educational qualifications are more
effective than those with lower qualifications and that skilled teachers are more productive than unskilled
Iheanacho, (2012). The unqualified teacher on the other hand may be lacking in these qualities and therefore
may not be able to make students develop the required skills. Agyeman (in Tella, 2016) reported that a
teacher who doesn't have both the academic and the professional qualifications to teach would undoubtedly
have a negative influence on the attitude and teaching of their students. Therefore, if the Geography teachers
in secondary schools of Adamawa State are not qualified, they are not likely to arouse students' interest and
make them learn effectively.
This may negatively affect their achievement in external examinations and subsequently culminate in
a negative attitude towards Geography. According to Alafiatayo et al. (2016) and Ibrahim (2010), the
qualification and exposure of a teacher could have far-reaching effects on students’ academic achievement.
Studies on teacher qualification and students' academic achievements have also reported conflicting results.
While some of these studies found out that teacher qualification could predict students' academic
achievement, others were of the view that teacher qualification doesn't matter. For instance, Maguswi (2011)
found that a lack of qualified teachers in Physics had a significant contribution to students' failure.
Moreover, a study done by Adaramola and Obomanu (2011) in Nigeria found that the lack of qualified
teachers led to the consistently poor performance of students. Karpati (2009) conducted a study in 25
countries in Europe and concluded hat teacher quality is the most important factor in an education system
and the second most important among the variety of factors affecting students' achievement. The author
further remarks that an education system cannot exceed the quality of its teachers.
While Adodo and Oyeniyi (2013); Adesoji and Olatunbosun (2008) and Osokoya (2018) reported
that a teacher's qualification contributed marginally to students' academic achievement. Although Wiki
(2013) and Abe and Adu (2013) noted a positive relationship between teacher qualifications and students’
academic achievement, Edu, Edu and Kalu (2012) reported that the inadequate qualifications of teachers
contributed to students’ repetition of a class. Adeoti and Olufunke (2016) demonstrated a significant
relationship between teacher’s qualification and students’ academic performance. Alafiatayo et al. (2016)
researched the effect of selected teacher abilities on students' attitudes and academic performance in physics
among secondary schools in the Gindiri District of Mangu Local Government area, Plateau State, Nigeria.
Findings indicated significant relationships between the teachers’ qualification with students' attitudes and
academic achievement in physics. Ofeimu and Oluwatoyin (2017) investigated teachers' quality as a
determinant of students' academic performance in secondary schools in Edo south senatorial district of
Nigeria. The results showed that teacher academic qualification had no significant influence on students'
academic performance.
Furthermore, Darling-Hammond (2010) study examined how teacher qualifications and other school
inputs were related to students' achievement across the states in the United States of America, teacher
quality characteristics such as certification status and a degree in the field to be taught are very significantly
and positively correlated with students' outcomes.
The foregoing discussions relate to teacher qualification as a function of students' attitude and
academic achievement. However, one striking limitation that could be observed in the studies reviewed is
that most of the studies compared teacher qualification with students’ academic achievement. In other
words, a lack of sufficient literature that compared teacher qualification with students’ attitudes was
discovered. Besides, in secondary schools of Mangu Plateau State, a paucity of data regarding the efficacy
of teacher qualification on students' attitudes and academic achievement in Geography was also observed.
To fill this existing knowledge gap, the study establishes the extent to which the Geography teacher
qualification predicts students' attitudes and academic achievement in Geography.
CHAPTER THREE
RESEARCH METHOD AND PROCEDURE
3.0 INTRODUCTION
This chapter will be discussed under the following sub-headings;
Research design
Population of the study
19
Sample and sampling techniques
Research instrument
Validity of instrument
Method of data collection
Method of data analysis
3.1 RESEARCH DESIGN

This study employed the correlation design to investigate the effect of teachers’ qualification and
instructional materials on Basic science students’ academic performance in Gindiri District of Mangu
Local Government Area of Plateau State.
3.2 POPULATION OF THE STUDY
The population of this study comprised all junior secondary school (JSS) students in public schools in
Gindiri District of Mangu Local Government Area of Plateau State.
3.3 SAMPLE AND SAMPLING TECHNIQUES
Five secondary schools were randomly sampled from the population. The selected public schools for the
study include;
S/N NAME OF SCHOOL TOTAL

1 Government Secondary School Bwalbwang Gindiri 20
2 COCIN Comprehensive College Gindiri 20
3 Manchet Comprehensive Secondary School Kasuwan Ali 20
4 Miracle Vine Gindiri 20
5 Boys Secondary School Gindiri 20
All from Gindiri District of Mangu Local Government Area of Plateau State. In each of the five (5)
schools, twenty (20) students were randomly selected using the simple random sampling technique. A
total of one hundred (100) SS2 students were sampled in the five (5) schools which were also randomly
selected using sampling technique through simple balloting. In this case, the names of all twenty (20)
governments and private owned secondary schools were written on a piece of paper and these pieces of
papers were folded and dropped into a container. The container was shaken properly to mix up the
folded papers. The pieces of papers were picked until the required numbers of schools were selected.
3.4 RESEARCH INSTRUMENT
The research instrument for data collection was a questionnaire titled ‘the effect of teachers’
qualification to students’ performance in physics Gindiri District of Mangu LGA of Plateau State’. The
constructed research questionnaire has two main parts; section A and B measures the personal data of
the respondents such as name of school, gender, class etc. while section B contain ten (10) items which
were structured to elicit information on ‘the effect of teachers’ qualification to students performance in
Gindiri District of Mangu LGA of Plateau State’.
The questionnaire has four-point rating scale of Strongly Agree (SA), Agree (A), Disagree (D), and
Strongly Disagree (SD)
SA = 4
A = 3
D = 2
S = 1
3.5 VALIDITY OF INSTRUMENT
The constructed questionnaire for the study was presented to the project supervisor to confirm for
content validity. Necessary corrections were made and after which it was re-written before it was fully
approved.
3.6 METHOD OF DATA COLLECTION
The data were obtained by means of the structured questionnaire. The schools used as samples for the
study were visited by the researcher. The researcher took permission from principals of the schools and
the principal directed their head teachers to assist the researcher in administering the questionnaire to
the student. The researcher explained the purpose of the questionnaire to the students and made them to
understand that the information given will not be used against them, but will be treated as confidential.
20
One hundred (100) copies of the questionnaires were administered to the students and collected
immediately after the respondents have filled in their responses. This showed a hundred percent (100)
return rate.
3.7 METHOD OF DATE ANALYSIS
In analyzing the data collected for the study the Chi-square (x 2) formula was used to test the hypotheses
and the formula is presented as thus;
X2 = Σ (0-E)2
E
Where X2 = chi Square
Σ = Sum of formula
0 = Observed variables
E = Expected Variables
CHAPTER FOUR
DATA PRESENTATION
4.1 Introduction
This chapter highlights the total number of questionnaire distributed, the number of completed
questionnaire retrieved from the respondents and what eventually constituted the sample size after editing.
The item questionnaires were distributed in the other for the researcher to collect data so as to provide the
answers to the research questions.
4.2 Administration and Retrieval of Questionnaire
This chapter is focused on data and discussions analysis of findings. They are;
i. Analysis of Bio Data
ii. Research Question Analysis
4.1 Analysis of Bio - Data
Table 1 Sex respondents
Sex Frequency Percentage
Male 60 60 %
Female 40 40 %
Total 100 100
Source: Field Survey, 2021.
Table 1 shows that 60 respondents representing 60% of the respondents were male while the remaining 40
respondents representing 40% were female. This is to show that the male respondents were more than the
female respondents in the study.
Table 2: Age of respondent
Age Frequency Percentage
20-40 25 25 %
41- 50 25 25 %
51- 60 50 50 %
Total 100 100
Source: Field Survey, 2021. ,
Table 2 shows 25 respondents representing 25% were within the age range of 20-40 years, 25respondents
representing 25% were within the age range of 41-50 years, 50 respondents representing 50% were within
the age of 51- 60, were more than all other respondents under the age distribution in the study area.
Table 3: marital status of respondents
Class Frequency Percentage
Married 45 45 %
Single 55 55 %
Total 100 100
Source: Field Survey, 2021.
Table 3 shows that 45 of the respondents representing 45% are married, 55 respondents representing 55%
were single. It implies that the number of single respondents were more than those not married in this study.
Table 4 occupation of the Respondents
Occupation Frequency Percentage
Civil servant 15 15 %
21
business 45 45 %
Farmer 40 40 %
Total 100 100
Source: Field Survey, 2021
Table 4 shows that 15of the respondents representing 15% are civil servant, 45 respondent representing 45%
were of the respondents are business people, 40of the respondents representing 40% are famers. This shows
that the respondents who are mostly farmers.
4.2 ANALYSIS OF RESEARCH QUESTION
The research questions were analyzed using the simple percentage:
Strongly Disagreed (SD) Disagreed (D) Agreed (A) Strongly Agreed. (SA)
Table 1: There are qualified physics teachers in my school.
Alternative answer No of respondents Percentage
Agreed 42 42 %
Strongly agreed 14 14 %
Disagree 27 27%
Strongly agreed 17 17%
Total 100 100
From the above table, 42, respondents representing 42 %, 14 of the respondents representing 14%
agreed and strongly agreed that there are qualified physics teachers in my school, while 27 of the
respondents representing 27%, 17 of the respondents representing 17% disagreed and strongly disagreed to
that statement, this shows that There are no qualified physics teachers in my school.
Table 2 Physics students taught by student-teachers perform poorly in the subject
Alternative answer No of respondents Percentage %
Agreed 31 31%
Disagreed 6 6%
Strongly disagreed 8 8%
Total 100 100
From the above table, 31 of the respondents representing 31%, 55 of the respondents representing
55% agreed and strongly agreed that Physics students taught by student-teachers perform poorly in the
subject, while 6, of the respondents representing 6%, 8 of the respondents representing 8% disagreed to that
statement, this shows that Physics students taught by student-teachers perform poorly in the subject.
Table 3 Physics taught by regular teachers perform better than the ones taught by student teachers.
Agreed 46 46
Strongly agreed 22 22
Disagreed 25 25
Strongly disagreed 7 7
Total 100 100
From the above table, 46 of the respondents representing 46%, 22 of the respondents representing 22%
agreed and strongly agreed that Physics taught by regular teachers perform better than the ones taught by
student teachers, while 25 of the respondents representing 25%, and 7 of the respondents representing 7%
disagreed and strongly disagreed to that statement, that show that Physics taught by regular teachers perform
better than the ones taught by student teachers.
Table 4: Students performance in Physics cannot be blamed on teacher’s qualification or experience but on
the student themselves
Alternative answer No of Percentage %
respondents
Agreed 24 24
Disagreed 14 14
Total 100 100
22
From the above table, 24 of the respondents representing 24% and 41 respondents representing 41% agreed
and strongly agreed that Students performance in Physics cannot be blamed on teacher’s qualification or
experience but on the student themselves, while 14, of the respondents representing 14% and 21
respondents representing 21% disagreed and strongly disagreed to that statement. That shows that Students
performance in Physics cannot be blamed on teacher’s qualification or experience but on the student
themselves
Table 5: Students enjoy & learn better when they are taught by regular teachers than student-teachers
Agreed 45 48
Disagreed 20 20
Total 100 100
From the above table, 45 respondents representing 48% and 28 of the respondents representing 28% agreed
and strongly agreed that floods affect their farm products, while 20 and 7 of the respondents representing
20% and 7% disagreed to that statement, this shows that Students enjoy & learn better when they are taught
by regular teachers than student-teachers
Table 6: Inadequate laboratory facilities is the main reason students fail Physics
Agreed 29 29
Disagreed 29 29
Total 100 100%
and strongly agreed to the statement which stated that Inadequate laboratory facilities is the main reason
students fail Physics, while 29 of the respondents representing 29% and 22 of the respondents representing
22% disagreed and strongly disagreed to that statement, this shows that Inadequate laboratory facilities is the
main reason students fail Physics
Table 7: Physics students who are not taught the practical aspect will not perform well at the subject
No of respondents Percentage
Alternative answer 38
Agreed 38 %
Disagreed 12 12 %
Total 100 100
and strongly agreed that Physics students who are not taught the practical aspect will not perform well at the
subject, while 12 of the respondents representing 12% and 9 of the respondents representing 9% disagreed
and strongly disagreed to the statement. That shows that Physics students who are not taught the practical
aspect will not perform well at the subject
Table 8: Your teacher’s teaching style is the reason you perform well in Physics
Agreed 18 18 %
Disagreed 8 08 %
Total 100 100
From the above table, 18, of the respondents representing 18% and 42 respondents representing 42% agreed
and strongly that there teacher’s teaching style is the reason you perform well in Physics, while 32 of the
respondents representing32%, 8% of the respondents representing 8% disagreed and strongly disagreed to
the statement. That shows that there teacher’s teaching style is the reason you perform well in Physics.
Table 9: You will perform better if your teacher adopts a more practical method of teaching Physics
Agreed 15 15 %
23
Disagreed 42 42 %
Total 100 100
From the above table, 15 of the respondents representing 15%, 9 respondents representing 9% agreed and
strongly agreed that there will perform better if your teacher adopts a more practical method of teaching
Physics, while 42, of the respondents representing 42%, 34 of the respondents representing 34% disagreed
and strongly disagreed to the statement. That shows that there will perform better if your teacher adopts a
more practical method of teaching Physics
Table 10: You enjoy learning Physics when taught by a male teacher
Agreed 32 32%
Strongly Agreed 10 10%
Disagreed 29 29%
Total 100 100
From the above table, 32 of the respondents representing 32%, 10 respondents represent 10% agreed and
strongly agreed that there enjoy learning Physics when taught by a male teacher, while 29 of the respondents
representing 29%, 29 of the respondents representing 29% disagreed and strongly disagreed to that
statement. That shows that there enjoy learning Physics when taught by a male teacher.
.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.0 This chapter focuses on the summary, conclusion and recommendations
5.1 Summary
This research work was designed to investigate the effect of teachers’ qualification to students’
performance in physics a case study of Gindiri District of Mangu Local Government area of Plateau
state. In order to achieve this aim, three research questions and two hypotheses were formulated to
guide the study. The major instrument used for the study was the questionnaire and one hundred (100)
respondents were randomly selected as sample. Simple percentage frequency distribution was used to
analyses the responses. Thus, the analysis revealed that that teaching qualification has a great influence
on students’ performance in physics, as students taught by a qualified teacher performed better physics
than those taught by unqualified teacher. Another finding was that practical lessons which are key
components of physics were been shunned by unqualified teachers. In addition, it emerged that most
teachers were not using scientific methods in teaching physics and this was negatively affecting their
students’ performance in physics. The findings from this research study indicated that subject matter
knowledge, pedagogy studies, professional development and years of experience were imperative and
positively influencing students’ academic achievements. Based on these findings, conclusions and
recommendations were made with suggestions for further studies were proffered.
5.2 Conclusion
Based on the findings, the following conclusions were made on the effect of teachers’ qualification on
student’s performance in physics a case study of Gindiri District of Mangu Local Government area of
Plateau state. The researcher made the following conclusion that;
(1) .
5.3 Recommendations
Based on the findings on the effect of teachers’ qualification physics student’s performance in
physics a case study of Gindiri District of Mangu Local Government area of Plateau state, the following
recommendations have been made;
(1) Government through the Ministry of Education should ensure that qualified and experienced
teachers be employed into the school system. According to Abe (2014) teacher’s qualification can
be quantified into the following; level of education, years of experience in preparation of subject
24
matter and pedagogy and; certification in their expertise area and their ongoing professional
development.
(2) Again, laboratory facilities in schools are inadequate and this has hitherto hindered the process of
teaching and learning. Thus the federal and state government should ensure they renovate existing
and build new laboratory facilities to further consolidates the process of teaching and learning.
Oyetunde (2008), was of the view that the problem of lack of school facilities or inadequate school
facilities is affecting all state secondary schools in the federation. Abdulralman (2009) believes that
laboratories facilities are the materials resources that facilitate effective teaching and learning in
schools.
(3) Teachers should improve on their teaching methods or styles; it has been validated by this research
that there is a direct link between teaching method of teacher and students’ performance in the
subject. Therefore, teachers’ in education should endeavour to explore all methods of teaching that
will bring overall development to the students. As Danmole and Femi-Adeoye (2004) opined that
no single method is best for the teaching of basic science, teaching styles that would permit
students’ active participation such as field work, laboratory work (practical activities) , group work,
concept mapping and inquiry methods should always be used. These methods are most likely to
ensure higher performance and promote students’ interest in basic science.
(4) The gender of a teacher is very important in the teaching and learning environment, thus the
ministry of education, should ensure in their recruitment of teacher be done across gender. As
Beilock, Gunderson, Ramirez, & Levine, (2010) puts it, same-gender teachers can act as role
models, enhancing students’ motivation and learning outcomes. Secondly, teachers play an
important role in creating a classroom environment that either fosters gender equality or
discrimination. Studies show that traditional academic gender stereotypes such as ‘males are good
at math and females are good at reading’ can lead to female anxiety towards math and to biased
evaluation of teachers.
(5) Educational administrators should ensure that school teachers are given appropriate orientation on
the various uses and importance of laboratory facilities and instructional materials during teaching
and learning. They should be made to go for periodic seminars, conferences, workshops and in –
service training to help improve their teaching skills.
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APPENDIX
QUESTIONNAIRE
Department of Physics,
School of Science,
College of Education,
P.M.B 01000, Gindiri.
19th March, 2021
Dear Respondent,
I am a final year student of the above named department carrying out a research on the topic
‘the effect of teachers’ qualification to student’s performance in physic a case study of
Gindiri District of Mangu LGA of Plateau State’.
Please respond to these items and be sure your responses will be treated in strict confidence.
Thanks for your cooperation.
Yours Faithfully,
Magaji Charity Ibrahim 27953

Researcher
Section A
Tick ( ) and fill the appropriate information in section as applicable to you
Name of school:…………………………………………………………
Gender: Male ( ) Female ( ) Class: SS 1 ( ) SS 2 ( ) SS 3 ( )
Section B
Please read the items below carefully and indicate by ticking ( ) in the appropriate columns.
SA- Strongly Agree
A- Agree
D- Disagree
SD- Strongly Disagree
RQ 1 What is the impact of E-Learning on students academic performance SA A D SD
1 The use of E-Learning in schools helps to build students Intelligence
Quotient(IQ)
2 Student’s that make use of ICT facilities in school are better off than students
that don’t
3 The use of Information Communication Technology (ICT) improves the
overall cognitive and affective performance of students
4 Students put the skills gained from ICT into other subjects
5 The use of ICT in junior secondary schools gives students edge over other
schools who don't when external competitions are held
RQ 2
7
8
38
9
10

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1

EFFECT OF TEACHER QUALIFICATION TO STUDENTS PERFOMANCE IN

PHYSICS (A CASE STUDY OF SOME SELECTED SECONDARY SCHOOL IN

MANGU LOCAL GOVERNMENT AREA)

MAGAJI CHARITY IBRAHIM

A PROJECT SUBMITTED TO THE DEPARTMENT OF PHYSICS FOR PARTIAL

FULFILLMENT OF THE AWARD IN NIGERIAN CERTIFICATE IN EDUCATION

____________________ _________________ _________________

Project Supervisor Sign Date

____________________ _________________ _________________

Head of Department Sign Date

____________________ _________________ _________________

External Examiner Sign Date

This project is dedicated to God Almighty

suggestions, may the Lord Almighty bless you.

CHAPTER ONE: INTRODUCTION

3.1 RESEARCH DESIGN

S/N NAME OF SCHOOL TOTAL

Abdurahaman, H. (2019) The Relationship between Laboratory Facilities availability and

Magaji Charity Ibrahim 27953

3 The use of Information Communication Technology (ICT) improves the

overall cognitive and affective performance of students

schools who don't when external competitions are held

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